The focus of this article is how ‘religion', as a materially heterogeneous concept, becomes mobilized in different educational spaces, and the kinds of knowing to which this gives rise. Three ‘case studyish' illustrations are deployed in order to consider how religion and education produce kinds of knowing which may - or may not - involve knowing well and knowing differently. We argue that it is necessary to attend to both the understanding of religion that is being deployed and the specific educational imaginary within which such knowing takes place.

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